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1、IntroductionFormanystudentsjustenteringuniversity,theprospectofattendingfirstyearuniversityclassesamongliterallyhundredsofstudentsinlargelecturetheatrescanbeveryintimidating.Beingaccustomedtosmallerclassroomsanddiscussiongroupsinhighschool,studentscomingtouniversityforthef
2、irsttimeoftenhavetodevelopnewskillsoflistening,note-taking,andusingnotesaspartoftheprocessoflearningthroughlectures.Andwhilesomeinstructorscanbeveryeffectiveinmakingalargelecturehallaninteractivelearningopportunityforstudents,itismoreandmorethecasethatstudentsatuniversityf
3、acelargerandlargerclasseswheretheirroleistolistenandtakenotesfromthe"sageonthestage”.Simplyput,thepurposeofnote-takinginlecturesandtutorialsistorecordyourunderstandingoftheideasandconceptsdiscussedinclassforfutureusessuchasessaywriting,preparingtoread,andstudyingforexamina
4、tionsandtests.Inpractice,achievingthispurposecanbearealchallenge.Youmayfindyourselfunabletokeepupwiththeprofessorortryingtocopydowneverysinglewordutteredbytheinstructor.Youmaybecomefrustratedthatyouaren*tgettingeverythingorthatyouarenotunderstandingthematerialyoudocopydown
5、.Maybeyouarenotsurewhattodoaboutit.Developingtheskillsnecessarytolearneffectivelyfromlecturesandovercometheseinitialfrustrationsisthefocusofthishandout.Wewilldiscusswhatitmeanstobeanactivelistener,tolistenwithapurpose,tolearntheinstructor'spresentationstyle,tousetheverbala
6、ndvisualcuesofalecturetograspalecture'sfocus・Wewillexplorehowtouseavarietyofnote-takingformats,includingtheCornellstyleofnotesandConceptMapping.Finally,wewillexaminehowtousethenotesyoumakeinlecturestofurtherthelearningyouaredoingforyourclasses・LearningtoListen:ListeningtoL
7、earnWhenwetalkaboutlearningtolisten,wearetalkingaboutlearningtoengageinanactivitythattakesskillsandeffort・Justbecausewecanheardoesn'tmeanthatwecanlisteneffectively.(Andforthatmatter,justbecausewemaynotbeabletohear,doesn'tmeanthatwecanftlisteneffectively.)Simplyput,listenin
8、gisathinkingactivity.Ifwearehearingwithoutthinking,itmaybethecasethatwearenotlisteningwel
